Art Lesson Plan
ag11
Assessment_mod10and11.pptxLesson Planning Module 10/11
Assessment & Reflection
Developed by Dr. Melissa M Jozwiak
What to Expect from the training modules
Each training module will focus on a specific area of the lesson plan.
It will include an overview of what is expected in that section of the lesson plan.
It will offer suggestions or common mistakes students make.
It will review the grading criteria needed for a perfect score.
Lastly you will be quizzed on the information included in the modules.
Section 10 & 11
Assessment
Post Lesson Reflection
Assessment
It is essential in both the last element in the instructional cycle and the first, to know what children do/don’t know and are/aren’t capable of, yet. Designing an assessment that tells you that information is critical to evaluating the effectiveness of your current lesson and giving you direction for future lessons that build on where the child is now and keep their learning moving in a forward trajectory.
Authentic assessments most accurately reflect what children know/can do. Seek to find authentic ways to gain insight into children’s learning.
Assessment
When planning your lesson:
Create the assessment method you would use if the lesson was implemented in the classroom (rubric, checklist, inventory, anecdotal record).
Add data to the assessment method (rubric, checklist, inventory, anecdotal record) using pseudonyms for at least 3 children.
The assessment method (rubric, checklist, inventory, anecdotal record) should align with the objective, standard and lesson.
Example
Assessment Example
| Student | Correctly Matched Rhyme 1 | If no, word they missed | Rhyme 2 | If no, word they missed |
| Michael | Y | N | Cart | |
| Rena | Y | Y | Y | |
| Santiago | Y | Y | 0 | |
| Isabella | N | Goat | Y | Y |
| Jonah | Y | Y | 0 | |
| Tomiah | Y | Y | Y | |
| Y- Correct N- Incorrect |
Grading
| Exceeds Expectations | Proficiency | Moving toward Proficiency | Unacceptable | |
| Assessment (NAEYC 3a-c, 5d) | Informal observation assessments include questions or descriptions of student expectations (What is being observed?). Assessment rubrics, checklists, etc. are attached with data from 5-6 imaginary students with varied outcome. The assessment is tightly linked to the objectives/standards. | The assessment is generally linked to the objectives/standards. The assessment is described and some evidence is attached. | The assessment is somewhat developmentally or culturally appropriate. However, there is: No connection to the objectives/standards. Or, the questions or data in the assessment are missing. . | The assessment is not developmentally or culturally appropriate. The actual assessment instrument and the data are missing |
Reflection
When lessons are implemented in actual classrooms with real children, critical reflection on the effectiveness of the lesson will help you identify strengths to continue to build upon in future lessons, as well as, determine missed learning opportunities or areas in need of development to be revisited.
Reflection Questions
What were the strengths of your lesson? What worked well?
What were the weaknesses of your lesson? What did not work?
For the following questions, be sure to use data from your assessment samples to respond.
Was the implementation of the lesson effective on student learning? Why or why not?
How did the students perform? Did they meet expectations?
How would you re-teach this information to those students who did not master the material from your first lesson?
Lastly, How would you improve your future teaching based on what you learned about yourself during this lesson?
Grading
| Exceeds Expectations | Proficiency | Moving toward Proficiency | Unacceptable | |
| Post Lesson Reflection (NAEYC 1a-b, 3a-c, 4a-d, 5b-d) | Comprehensive analysis includes a thoughtful discussion of all the following: strengths and weaknesses of the lesson’s implementation, reflection about student performance, a plan for reteaching, and suggestions for improving future teaching. | The analysis addresses at least three important aspects of the reflection: strengths and weaknesses of the lesson’s implementation, reflection about student performance, a plan for reteaching, and suggestions for improving teaching. | The analysis is weak and addresses less than three aspects of the post lesson reflection. There is no insight into future teaching improvements. | No reflection was included. |
Hints, Common Mistakes and Cautions
Be certain your assessment method is directly linked to the objective. I recommend copying and pasting the objective by the assessment and double-check that you are measuring what behaviors you said you were trying to accomplish.
In the reflection, saying it was a good lesson because the children liked it is not sufficient. Teachers must make data-driven decisions so look at the data as the basis for many of your responses.
Don’t be afraid to admit that your lesson was a flop. Some of the most important learning happens as a result of failure.
Ready to take the quiz…
Be sure to take the quiz on Module 10/11.
The quiz will include multiple choice, true/false or matching questions.
You will be asked to apply what you learned in this module and decide which example is best or score the example using the scoring rubric
